Michelle Clarke
Mayo Clinic
Background: The primary goal of authentic feedback is to improve a learner’s future performance by providing accurate, actionable, and constructive critiques of performance. Unfortunately, quality of feedback is known to be influenced by gender. Recent societal and institutional commitments to diversity, inclusion, and equity may also influence the feedback process. This study explored the perceptions of experienced anesthesia and surgical educators of providing authentic feedback, including the impact of gender.
Methods: Eleven semi-structured interviews were conducted with faculty in anesthesia and surgical subspecialties. Open-ended questions probed the climate of feedback, the participant’s current feedback processes, barriers to authentic feedback, and the perceived ability to provide authentic feedback to minority trainees. The Braun and Clarke method of thematic analysis was employed, and a narrative composed proceeding from description to interpretation to explanation.
Results: The major barrier to feedback identified was the trainee’s real or anticipated negative reactions to corrective feedback, which was independent of gender. Participants perceived a reduction in authentic feedback due to fear of trainee reprisals. Individuals in departments with greater gender parity or who had higher formal education roles were more facile and confident in providing corrective feedback. Participants felt that educating faculty on feedback delivery and trainees on feedback reception would be valuable.
Conclusions: Faculty perceived that the biggest barrier to corrective feedback was the anticipated or real reaction of the trainee. While gender likely plays a role in feedback delivery, this was not the primary driver of inauthentic feedback.
